Self-determination theory: a motivation and personality theory built on three basic psychological needs¶

Theory · All theories
Evidence · 3 claims (3 for) · 3 studies (1 causal, 1 quant-synthesis, 1 theoretical), q1–q3 · 0 of 3 report an effect size · 2 claims rest on one study

Description¶

Self-determination theory is described in the article as "a comprehensive theory of motivation and personality, focused on nurturing inner motivational resources to enhance optimal functioning." Its key component is the recognition of three basic psychological needs: autonomy, relatedness, and competence. Autonomy is the perception that one's actions are volitional; relatedness is feeling liked, appreciated, and valued in a setting; competence is feeling successful in tasks and interactions. The article states educators are more successful when they support these needs, and that SDT views humans as active agents in a person-environment dialectic, striving for continued growth and integration.

Design Implications¶

Context¶

Requirements¶

• Educators must support students' basic psychological needs for autonomy, relatedness, and competence for the theory's educational application to succeed

Constraints¶

• The article presents SDT as an introduction, not a comprehensive explication of all aspects of the theory

Target Learners¶

• K-12 and higher education students

Target Learning Objectives¶

• Motivation for learning tasks
• Volitional engagement in classroom activities

Claims¶

• Autonomy-supportive teaching contrasts with controlling teaching, and controlled students do poorly compared to autonomous students [+W]
• Positive teacher-student relationships fulfill relatedness needs and support internalization of learning [+W]
• Self-determination skills instruction for students with disabilities increases self-determination on some measures but not others [+M]

Related Theories¶

• Self-Determination Theory
• Invitational education theory: three foundations, five assumptions, and five basic elements
• Maslow's Hierarchy of Needs
• Instinct, Drive, and Arousal Theories
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• Self-determination theory: three basic psychological needs underpin intrinsic motivation
• Internalization-based mapping between SDT motivation types and L2MSS self constructs
• Social-psychological construct framework for Foreign Language Classroom Anxiety

Examples¶

• Implement GenAI in higher education in ways that support autonomy, competence, relatedness, and value to sustain motivation and engagement
• Need-supportive 4C/ID learning environment with 12 integrated autonomy, competence and relatedness implementations

Key Sources¶

• Jennifer D. Moss. (2017). Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory. Journal of Invitational Theory and Practice. https://www.invitationaleducation.net/journal-of-invitational-theory-and-practice/